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Distances, difficulties and travel cognition :
Spatial and psychological conditions
of children’s independant mobility
in urban environnements
Université René Descartes – Paris 5Institut de Psychologie
Laboratoire de Psychologie environnementale – CNRS UMR 8069-
Sandrine DEPEAU
18th Iaps Conference EVALUATION IN PROGRESS
- Vienna
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Is there a better place
to live for children and
to develop urban mobility?
Question
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Overview
- 1/ Introduction / Issue
- 2/ Main questions
- 3/ Methods and data sources
- 4/ Results
- 5/ Discussion
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To Understand differences in the emergence of autonomy
Spatial conditions Distances Difficulties
Spatial conditions Distances Difficulties
Social conditions Accompaniment
Cognitive map Spatial Structure
Environmental conditions
Urban structure
Environmental conditions
Urban structure
1
2
3
4
The study of home-school trip
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- 83 children between 10 and 12 years of age
- interviewed at school
- different types of methods
Participants
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Traditional site (1)
Few playgrounds Important social density Social heterogeneity Functionnal mixity Density of shops
Roads with high cars density Normative road safety system
Environmental conditions
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Leisure outdoor spaces in each residential area.
Social homogeneityFunctionnal organisationGreen spaces
Traffic Functional separation
New Town (2)
Environmental conditions
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Mixed site – (3)
Mixed roads: pedestrian and main street Few crossing-road on small streets
Few leisure spaces outside Pedestrian street transformed into leisure spaces
Environmental conditions
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Sketch-map of home-school trip
Procedures
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They map out their trip on a map…
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École
Home-school trip distance quality and number of pedestrian crossings
Pedestrian-crossing difficulties
Difficulty +++: pedestrian crossings situated on small double-
way roads without any traffic signs or pedestrian priority signs.
Difficulty ++: light protected pedestrian-crossings on small or
double-way large roads.
Difficulty +: pedestrian-crossing protected by a traffic
policeman or protected by pedestrian-priority lights only.
No difficulty: without any pedestrian-crossings.
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1/ - Inter-environmental description on the social and spatial
conditions to characterize the home-school trip.
2/ - Bayesian results answering to the main questions
Social conditions and distances
Social conditions and road difficulties
Social conditions and the stucture of cognitive map.
Results / Overview
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Mean distance: 397 meters
Mean of pedestrian crossings: 3,53
Traditional site (1)
Parents escorting: distance
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New town site (2)
Mean distance: 303,7 meters
Mean of pedestrian crossings: 2,25
Peers escorting: pedestrian crossings
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Mixed site (3)
Mean distance: 285,7 meters
Mean of pedestrian crossings: 2,63
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1548.4%
Totaux
Intermediary]250-450 m]
516.1%
619.4%
947.4% (+)
631.6%
14
Metric distancesHome-school trip
Accompaniment
Parents Peers Alone Siblings Total
population
Low0-250 m
618.2%
1339.4%
721.2%
33100%
31100%
Long]450- 900 m[
210.5%
19100%
21
721.2%
516.1%
210.5%
14 34 83
Distances and social conditions
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Accompaniment for home-school trip
Cognitive map Parents Peers Alone Siblings
Survey map n % Column
7 33,3
4 28,6
17 50,0
6 42,9
Route map n % Column
11 52,4
6 42,8
13 38,3
5 35,7
Intermediate map n % Column
3 14,3
4 28,6
4 11,7
3 21,4
Social conditions and structure of cognitive map
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1 7,1
Accompaniment
Pedestrian crossing difficulties
Parents
Peers
Alone
Siblings
Difficulty ++ n % in line
834,8
1448,3
620,7
No difficulty n % in line
Difficulty +++ n % in line
529,4
8 (+)47,1
3 (-)17,6
1 5,9
1 4,4
1043,4
417,4
Difficulty + % in line
517,2
4 13,8
321,5
7 50,0
321,4
Difficulties and social conditions
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Micro-environmental exploration => - ways of learning to move around in the city
- normative traffic system => spatial legibility - peers group
There is no best environment just environment where children develop different competencies.
- traditional context => cognitive comlpetencies?- new town context => social competencies.
Traffic seems better handle in traditional context than in New town where mobility functions are separated.
Conclusions